The Arizona STEM Acceleration Project

Introduction to Research Design

Introduction to Research Design

A High School STEM lesson

Brianne Loya

12/26/2023

Notes for teachers

This is the first lesson in a series of four that is intended to help guide students while they design and implement their own independent STEM research projects.

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This lesson can be adjusted to fit nearly any 9-12 Arizona science standard.

List of Materials

• Whiteboards
• Whiteboard Markers
• Sticky notes
• Examples of Research Case Studies
• Research Design Template

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Standards

HS.L2U3.18 Obtain, evaluate, and communicate about the positive and negative ethical, social, economic, and political implications of human activity on the biodiversity of an ecosystem.

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HS.E1U1.11 Analyze and interpret data to determine how energy from the Sun affects weather patterns and climate.

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HS.P1U3.4 Obtain, evaluate, and communicate information about how the use of chemistry related technologies have had positive and negative ethical, social, economic, and/or political implications.

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Standards

QR.NR.3: Understand and compare magnitudes of numbers utilizing real-world context. Understand the importance and impact of unit selection.

QR.NR.1: Represent quantities, using equivalent forms when appropriate, to investigate and describe quantitative and geometric relationships and solve problems in real-world contexts.

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Objectives:

• Students will be able to identify the key components of a research design: research question, hypothesis, variables, and methodology.

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• Students will be able to generate potential research questions in their area of interest.

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• Students will be able to brainstorm initial ideas for research design based on a chosen research question.

Agenda (60 minutes)

Introduction (5 minutes)

-Real-life example of STEM research

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Activity (30 minutes)

-STEM Research Case Studies

-Real-World Challenges Practice

Assessment (25 minutes)

-Initial Research Ideas

-Peer Feedback Session

Introduction to STEM Research: Agrivoltaics

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Students are introduced to research that integrates multiple fields of science and engineering and is relevant to citizens living in sun-drenched, water thirsty Arizona. Any real-life STEM research video can be shown here to introduce STEM research to your students.

Introduction to STEM Research: Brainstorming

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• Ask students to share their initial thoughts and what questions they have about the research from the video.

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• Divide students into small groups and give them sticky notes. Ask groups to brainstorm examples of different types of research that could be developed from the problems of food insecurity, water conservation, clean energy, etc. (any topics addressed in the video). Once groups have brainstorm share out ideas as a class.

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Hands-on Activity Instructions

• In groups of 3-4, have students work together to analyze examples of research designs from different STEM fields.

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• While working through the analysis students should be using what they are reading to develop definitions of the essential components of a research design: research question, hypothesis, variables, methodology.

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• Have a class discussion to develop class definitions of the main components of research design.

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Hands-on Activity Instructions

• Present a real-world scenario or challenge related to STEM (could be same or different as the one in the introduction) and ask students to briefly apply their newfound knowledge of independent research.

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• In their same groups, students should briefly discuss how they would approach the problem you pose by formulating a research question and brainstorming a research design. Students can write their ideas on a large whiteboard and share with the class when completed.

Assessment

Now that students have an understanding of the design of a STEM research project they can develop their own research design for a problem of their choice. Student research designs should include a research question, hypothesis, variables and methodology. Students can use the research design template to create posters that can be used for a peer review feedback session.

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**Developing a hypothesis will students to have some background knowledge about the problem. Feel free to allow students time to do background research after developing a research question or limit their problem to something related to the learning being done in class.**

Differentiation

• For advanced students, provide them with more complex examples of research design and challenge them to think critically about ethical considerations in research.

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• For struggling students, provide additional support in formulating research questions and brainstorming design ideas. You can also offer them pre-selected research questions or topics to choose from.

Extension/Enrichment

• Invite a guest speaker who has conducted independent STEM research to share their experiences with the students.